Divya ETT College - Divya College of Education

Transcription

Divya E.T.T. College
LOCATION
The institute is Lower Gadi Garh, Jammu.
BUILDING & CLASS ROOMS
The Institute is functioning in a spacious building. The class rooms are well lighted and
ventilated.
TEACHING STAFF
The Institute has well qualified, trained, experienced and dedicated staff.
LIBRARY
The Institute Library has been housed in a spacious room. It is stocked with good
collection of books, the library is having a very good collection of general knowledge books,
reference books it also subscribes for a number of newspapers, journal and magazines etc.
READING
The institute provides with
room to the students for
DI a separate well furnished reading
E
VY
T
extra self study with the help of reference
books, magazines,ITjournals
etc.
U
A
LABORATORY
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/INS(J&K)
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ADDIGA H, JAMMU,
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The insitute has a well equipped laboratory, which meets the practical and educational
needs of the students.
WORKSHOP
The Institute has a multipurpose workshop. It is being used for practical work,
preparation of teaching aids and lesson plans, project work, workshop for awareness
programmes etc.
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SCHOLASTIC AND NON-SCHOLASTIC ACTIVITIES
The management takes utmost care to ensure that all facilities are provided to the pupil
teachers in the pursuits of their curricular, co-curricular literary activities.
SPORTS AND GAMES
The students are expected to take part in sports and games which form the part and
parcel of the training. Adequate sports material is always available in the institute.
HOSTEL
The management also provides hostel facilities for boys and girls separately. The
facility is available within the college.
COMPUTER LAB
The Institute has well equipped computer Lab with latest configuration of computers
and a well trained staff.
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Divya E.T.T. College of Educational Jammu.
Diploma in Elementary Teacher Training (E.T.T.)
PROLOGUE :
The Jammu and Kashmir State Board of School Education came into being by an Act of
legislature, known as Jammu and Kashmir Board of School Education Act, 1975. This Board has
territorial jurisdiction allover the State of Jammu and Kashmir. It advises the State Government
on the matters relating to academic guidance, prescribing the courses of studies and conduct of
examination for Elementary, Secondary and Higher Secondary examinations, besides
promotion of education for all. It has two Divisional offices located at Rehari Colony, Jammu and
New Campus, Bye-pass Bemina, Srinagar. It is an autonomous body headed by a Chairman.
The J&K State Board of School Education conducts examination of various classes and
courses at Divisional level at the end of academic calendar for the following
Courses/Programmes.
1.
2.
3.
4.
5.
Secondary School Examinations;
Higher Secondary Examination Part II;
Diploma in Elementary Education;
Diploma in Elementary Teacher Training Course and
National Talent Search Examination /National Meritcum-Means Scholarship
Examination.
PRELUDE :
The Diploma in Elementary Teacher Training Education Programme is meant for
preparing teachers for Primary and Elementary schools, i.e. preparing teachers for age group of
5+ to 13+
OBJECTIVES OF ELEMENTARY TEACHER EDUCATION:
The following objects of teacher education have been formulated with the aim of school
education in view. These objectives are by and large based on NPE, 1986, as amended in 1992
which, among other things, stipulates that :
“A child centered and activity-based process of learning should be adopted at the primary
state. First generation learners should be allowed to set their own pace and be given
supplementary remedial instruction. As the child grows, the component of cognitive learning will
be increased and skills organised through practice”.
THE ELEMENTARY TEACHER TRAINEE SHOULD :
*
Possess competence in the first and the second Language, Mathematics and in the
topics of natural and Social Sciences related to Environmental studies I and II.
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*
Develop skills in identifying, selecting and organizing learning experiences for teaching
the above subjects in formal and non-formal situations.
*
Possess sufficient theoretical and practical knowledge of Health, Physical and
Recreational activities, Work Education, Art and Music and skills for conducting these
activities.
*
Develop understanding of the psychological principles underlying the growth and
development of the children of the age group of 5+ to 13+.
*
Acquire theoretical and practical knowledge about childhood education including
integrated teaching.
*
Develop understanding of major learning principles, which help in promoting congnitive,
psychomotor and attitudinal leanings.
*
Understand the role of the home, the peer group and the community in shaping the
personality of the child and help develop and amicable home-school relationship for
mutual benefit.
*
Conduct simple action research.
*
Understand the role of the school and of the teacher in changing the society.
EXPLICIT OBJECTIVES :
1.
To equip teachers with sufficient theoretical and practical knowledge and skills.
2.
To develop a proper understanding of the psychological and sociological principles
implicit in the elementary education.
3.
To empower teacher for promoting all round development of children.
4.
To generate the capacities for greater motivation, aspiration and a sense of value
commitment.
5.
To enable teacher to manage learning resources and organize experiences for children of
this stage with the focus on the minimum levels of learning.
6.
To enable teachers to foster problem-solving ability among pupils.
7.
To acquaint them with methods and techniques of handling children with special needs.
8.
To develop among them the capacity to solve the social and emotional problems of
children.
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9.
To enable pupil-teachers to organize supplementary educational activities for this group of
pupils.
10.
To enable them to acquire necessary skills so as to develop curiosity, imagination and selfconfidence among children.
11.
To enable them to perform their various roles in the educational system, as well as, in
society.
12.
To develop communication skills.
13.
To motive them to undertake action research and employ innovative practices.
14.
To enable them to use community resources as educational inputs.
DURATION OF THE COURSE :
The content of Elementary Teacher Training Programme emerges from the role and
functions of an elementary and nursery school teacher and has the potential and plausible to
prepare the trainees to handle effectively the elementary school curriculum from standard I to
VIII, as well as, pre primary curriculum. The program is full time regular Course of duration of two
Academic years.
ELIGIBILITY :
a)
General cetegory candidates with at least 45% marks and scheduled caste/ scheduled
tribe, students with 40% marks in the Higher Secondary Examination Part II/Senior
Secondary Examination (+2), or its equivalent are eligible for admission.
b)
Admission shall be made on the basis of marks obtained in the qualifying examination, or
as the Board may from time to time notify.
c)
There shall be reservation of seats for SC/ST/OBC/LOC/ and physically handicapped,
etc. as per the rules of the land.
STATUTES GOVERNING ADMISSION TO DIPLOMA IN ELEMENTARY TEACHER
TRAINING COURSE (E.T.T.C.)
The Diploma in Elementary Teacher Training Course is a whole time course of the duration
of two academic years. The class work shall commence from March-April this Academic Session
in Both Divisions of the Board i.e. Jammu and Kashmir Divisions respectively.
A person, so long as he/she is a student of ETT Course, shall not be eligible to attend any
other course of instruction or appear in any other examination of the Board or University.
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Provided that a candidate who has been placed under reappear category n one course/paper of
an examination, other than the qualifying examination, or was scheduled to appear in the
examination, either as a regular or private candidate before the commencement of class work of
the courses, but could, not do so on account of delay in the conduct of said examination, for
reasons beyond his/her control, shall be eligible to appear in the examination, even through
he/she has been duly admitted to the course.
Any person in employment or self-employment or who engages in a business or profession
is not eligible for admission to the course. Such a person may, however, be considered for
admission, provided:
1.
He/she produces a certificate from his/her employer that the employer has not objection to
his/her employee pursuing whole time course and that the employee is on authorized
leave for the purpose.
2.
In the case of self-employed person or a person engaged in business or a profession, the
person concerned gives an undertaking in writing that he/she will devote his/ her whole
time for studies as a student during the period he/she remains on roll of the Institution for
the course and shall not engage in any business or profession or vocation during this
period or engage in any other activity, which is likely to interfere with his/her studies in the
Institution.
MEDIUM OF INSTRUCTION AND EXAMINATION:
English / Urdu/ Hindi shall be the medium of instruction and examination in all papers
except in Languages, where the medium of instruction and examination shall be the language
concerned.
DEFINITIONS
a)
“Course” means Diploma in Elementary’ Teacher Training Course (E.T.T.C.)
b)
“Qualifying Examination” means Higher Secondary Examination Part II or an equivalent
examination (on the basis of which the candidates becomes eligible for the admission to Diploma
in Elementary Teacher Training Course.
SUBMISSION OF APPLICATIONS
Before submitting their Application Forms to the Institute to seek admission, the
candidates are advised to ensure that they fulfill the eligibility conditions laid down for admission
to the Course. In case, it is detected at any stage that a candidate does not fullfill the eligibility
criteria and /or has furnished incorrect information, concealed/suppressed material facts, his/her
candidature will be cancelled, even if he/she is already admitted. The Board will, in no way, be
responsible for eh consequences emanating there from.
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CERTIFICATES AND OTHER DOCUMENTS TO BE ATTACHED:
The application Form-I duly filled in, should be acompanied be duly attested photo copies of
the following certificates/ documents:
i)
Matariculation or equivalent examination certificate.
ii)
Marks certificate of HS Exam Part II/12th Class examination or equivalent examination
certificate.
iii)
Category certificate (if any)
IMPORTANT NOTE :
Candidates seeking admission to the course under any reserved category must attach with
application an attested copy of the certificate on the form prescribed and issued for the purpose by
the competent authority under law in force. Failure to attach the attested copy of such certificate
with the application will render the candidate ineligible for admission under reserved category.
Certificate on plain paper will not be entertained. The certificates of candidates belonging to
category of S.C., S.T., OBC; Defense Service Personal, and Resident of area adjoining the Actual
line of Control, Backward area or Weak and under-privilege classes shall not be entertained, if
these do not conform to the latest SRO / Order issued by the Government for the purpose. If a
candidate claims admission under reserved category, but does not attach the requisite certificate
in support of his/her claim with the application, and if found otherwise eligible, will be considered
under Open Merit category.
No certificate or attested copy thereof will be entertained after the last date notified
for the submission of application form-I. The claim of the candidate for consideration under
any reserved category with “under process certificate” of category will not be entertained.
A candidate seeking admission under reserved category must submit along with the
application an Affidavit duly attested by first Class Magistrate to the effect that category certificate
and other certificates/ documents (attested copies of which are attached with the Application
Form) are genuine and in the event of their getting proved otherwise, his admission shall be
cancelled and other action taken against him/her under law for his civil or criminal liability.
Students who have passed the qualifying examination from any other Board/ Examining
body, other than J&K Board, are required to submit all the certificates in original at the time their
eligibility case is scrutinized and determined by the Institution / Board.
PROCEDURE AND MODE OF SELECTION
Admission of all eligible candidates to the Diploma in Elementary Teacher Training Course
shall be made out of the merit list prepared by the Board out of the Form-I received up to the last
date as Notified by the JKBOSE. The merit list shall be prepared by a Committee constituted after
the approval by the Chairman of the Board through Secretary.
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Merit list of eligible candidates shall be prepared on the basis of merit i.e. Percentage of
marks obtained in the qualifying examination. Admission of the candidates belonging to different
categories shall be made on the basis of comparative merit in the respective lists. Likewise,
admission of candidates under reserved categories shall be made on the basis of comparative
merit in the respective reserved category. Once the merit list is declared by the JKBOSE each
candidate has to fill up the Form II and deposit the same with the Institute of his/her choice along
with the original certificates and prescribed fee. The selection list of candidates by each institution
along with the Management Quota shall be put up before the Chairman through the Secretary for
approval.
In case two or more candidates falling under a particular category or reserved category
have equal merit, the inter-se' order of priority for admission of such candidates shall be
determined in the order formulated as under:i.
Candidate having passed an examination higher than the qualifying examination or an
examination recognized as equivalent;
ii)
Candidate obtaining higher percentage of marks in the Matriculation/SSE examination; or
any other examination recognized as equivalent thereto,' if percentage of marks at serial (I)
is equal.
iii)
Candidate older in age, if the percentage of marks at serial (ii) is also equal.
In case any seat in the reserved category falls vacant, the same will be filled from amongst
candidates, of that particular category, strictly in accordance with the prescribed procedure
and norms. In the event of non-availability of eligible candidate in the concerned reserved
category, the resultant vacancy shall be offered to the candidates of another category
ADMISSION IN THE INSTITUTIONS:
i)
shall be made by the Admission Committee of the concerned Institute under the
Statutes/Rules laid down by the Institute.
(ii)
The admission of the students to the Course in the recognized Institutions shall be made
from the date of issue of the admission Notification to such courses.
(iii)
Lesson, lectures, and practical shall be counted up to 14 working days previous to the date
of commencement of the examination.
(iv)
The regular teaching work of the course shall begin with in 10 days from the last date for
closure of admission.
(v)
The admission to the course shall be conducted irrespective of the holidays or vacations
that might follow the date of Notification of admission.
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ALL ADMISSIONS MADE ARE PROVISIONAL:
Admission of candidates who have passed their qualifying examinations from 0 Boards /
Examining bodies shall be provisional and subject to confirmation by concerned Board.
SELECTION OF THE INSTITUTION:
Candidates are free to select an Institution of his/her choice if the seats are available in that
Institute. The admission will be strictly on the basis of merit rank list prepared by the J &K State
Board of School Education
VERIFICATION CERTIFICATES:
1)
All the candidates selected provisionally for admission to the Course shall submit their
following original certificates / documents:
a) Original Qualification Certificate of having 12th Class or equivalent examination passed
from any Board/University/any examining body in India established by law.
b) Original Mark Certificate of 12th Class examination pass.
c) Provisional Certificate.
d) Secondary School Examination (10th Class), Marks Certificate.
e) Migration/Transfer Certificate.
f)
Category Certificate, if any.
g) Character Certificate from Head of the last attended institution.
h) Equivalence and Verification of Certificate wherever deem necessary by the Board.
i)
2)
Affidavit (Required).
At the time of verification of their eligibility condition for Registration with NITTR failing
which they may forfeit the right of admission and no complaint shall be entertained in this
regard.
LEGAL DISPUTES
Any legal dispute regarding the admission to Elementary teacher training course in the
non-government institution shall be subject to the jurisdiction of Jammu and Kashmir courts only.
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HOSTEL RENT/ MESS CHARGES (OPTIONSL) :
Charges for Hostel facilities within campus shall not exceed more than Rs. 7,000/- per
academic session inclusive of regular electricity and water supply and other, maintenances. The
charges to be realized in three equal installments.
In case the Hostel facilities are outside; the campus the rent should not exceed Rs. 5000/per academics session and other facilities shall remain the same.
The mess charges should not exceed Rs. 15,000/- for the entire duration of the academic
session, payable in the three equal installments. The menu of the food to be served to the boarders
shall not be lower in quality to those of surrounding institutions/ University hostels and same shall
be displayed in the dinning hall.
A Hostel security of Rs. 500/- per candidate shall be charged which shall be refundable after
qualifying the course.
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SCHEME OF STUDIES - E.T.T.C.
The Course for the I First Year' shall comprised of 4 parts viz Part-I, Part-~I, Part-III and Part-IV
PART-I FOUNDATION PAPERS
Part-I shall consist of 04 Foundation papers each of 50 marks ( 4x50=200 Marks, in case of each
paper 10 marks are reserved for internal assessment and 40 marks for external examination).
PAPER
SUBJECT
Paper-I
Paper-II
Paper-III
Paper-IV
TOTAL:
Philosophical Perspective of Education
Child Development
Educational Technology
Sociological Perspective of Education
EXT.
EXAM.
40
40
40
40
160
INT. TOTAL
ASST.
10
50
10
50
10
50
10
50
40
200
PART-II PEDAGOGICAL COURSE IN DIFFERENT SCHOOL SUBJECTS
Part-II shall consists of 05 teaching learning subjects of 50 marks each (5x50 = 250 marks, in case
of each paper 10 marks are reserved for internal assessment and 40 marks for external exam.).
PAPER
SUBJECT
EXT.
EXAM.
INT. TOTAL
ASST.
Paper-I
Paper-II
Paper-III
Teaching of Mathematics (to class I to IV)
Teaching of EVS (Science) (to classes I to V)
Teaching of Environmental Studies
(To classes I to V) Social Science
Teaching of English (to classes I to V)
Teaching of Urdu/Hindi/Punjabi
(To classes I- to V)
40
40
40
10
10
10
50
50
50
40
40
10
10
50
50
200
50
250
Paper-IV
Paper-V
TOTAL
PART-III TEACHING PRACTICE
Part-III consists of 05 Teaching Practice papers of 250 marks in 5 different school subjects (5x50 =
250 marks, in case of each paper 25 marks are reserved for internal assessment and 25 for
external exam.)
PAPER
SUBJECT
EXT.
INT. TOTAL
EXAM. ASST.
Paper-I
Teaching of Mathematics (to class I to IV)
25
25
50
Paper-II
Teaching of EVS (Science) (to classes I to V)
25
25
50
Paper-III
Teaching of Environmental Studies
25
25
50
(To classes I to V) Social Science
Paper-IV
Teaching of English (to classes I to V)
25
25
50
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Paper-V
(To classes I to V)
TOTAL
25
25
50
125
125
250
TEACHING PRACTICE (SCHOOL EXPERIENCE PROGRAMME)
Practice of Teaching will be undertaken both first year as well in second year. The schedule of
teaching practice during first year is given under:FIRST YEAR
1.
Micro Teaching
15 Lessons
2.
Teaching of Hindi/Urdu/Punjabi
10 Lessons
3.
Teaching of Math
10 Lessons
4.
Teaching of Environmental Studies (EVS) Science
10 Lessons
5.
Teaching of Environmental Science (EVS) Social Science
10 lessons
6.
Teaching of English
10 Lessons
Total Lessons
65 Lessons
Observation of Demonstration Lessons
5 Observations per subject
Observation Lessons of School Teacher
8 Observation in each of
and pupil Teachers
the five teaching subjects
Administering and scoring of achievements Test:
One
The Teaching Practice will be conducted in primary classes (I to V) for 25 working days.
PART-IV CO-SCHOLASTIC AREAS (ANY ONE PAPER)
Part -IV shall consist of 3 subjects each of 50 marks (in case of each subject of 30 marks are
reserved for internal assessment and 20 for external exam.). In case of Part-IV students are
required to offer anyone of the following subjects.
PAPER
SUBJECT
EXT.
EXAM.
INT. TOTAL
ASST.
Paper-I
Paper-II
Paper-III
TOTAL
Health and Physical Education
Work Experience
Art Education
20
20
20
20
30
30
30
30
B)
50
50
50
50
E.T.T.2NDYEAR.
ADMISSION PROCEDURE FOR IIND YEAR E.T.T.C:
(I)
The Information Brochure-cum-Application Form for admission to E.T.T. Course can be
obtained from the office of Divya E.T.T. College, Lower Gaddi Garh, Jammu on cash
payment of Rs. 200/-
(ii)
The admission of the students to the said course shall commence from the date of
Admission of Notification.
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(Iii)
IInd Year shall be made by the Admission Committee of the Institute under the Statutes/Rules laid
down by the J&K State Board of School Education.
SCHEME OF STUDIES - SECOND YEAR COURSE:
The Course for the 2nd Year shall comprise of 4 Part viz. Part-I, Part-II, Part-III and Part-IV.
PART·I FOUNDATION PAPERS
Part-I shall consist of 04 Foundation papers each of 50 marks (4x50 = 200; in case of each paper
10 marks are reserved for internal assessment and 40 marks for external examination).
PAPER
TITLE OF THE COURSE
INT.
ASST.
EXT.
EXAM
MARKS
1.
2.
3.
Process of Children's Learning
School Organisation & Management
Guidance & Counselling
OR
Early Childhood Care & Education (ECCE)
Or Education of Children with Disabilities
Non Formal & Adult Education
OR
Population Education
Or
Value Education .
10
10
10
40
40
40
50
50
50
10
40
50
10
40
50
40
160
200
4.
TOTAL MARKS
PART-II PEDAGOGICAL COURSE IN DIFFERENT SCHOOL SUBJECTS.
Part-II shall consist of 03 pedagogical course each of 50 marks (3x50 = 150; in case of each paper
10 marks are reserved for internal assessment and 40 marks for external examination.).
(Note: A student has to opt for any three subjects out of five subjects given below, of her/his
choice).
PAPER
TITLE OF THE COURSE
Teaching of Mathematics
Teaching of Science and Technology
Teaching of Social Studies
Teaching of English
INT.
ASST.
10
10
10
10
10
EXT.
EXAM.
40
40
40
40
40
1.
2.
3.
4.
5.
50
50
50
50
50
TOTAL MARKS
30
120
150
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MARKS
PART-III TEACHING PRACTICE.
Part-III shall consist of 3 Teaching Papers each of 50 marks (3x50 = 150 Marks; in case of each
paper 50% marks are reserved for internal assessment and 50% marks for external
examination.).
PAPER
1.
2.
3.
4.
5.
TITLE OF THE COURSE
Teaching of Science and Technology
Teaching of Social Studies
Teaching of English
EXT.ASST.
25
25
25
25
25
EXT. EXAM.
25
25
25
25
25
TOTAL MARKS
75
75
(Note: for teaching Practice a student may offer any three subjects from out of the above
mentioned subjects).
PART-IV CO-SCHOLAsTIC AND OTHER AREAS (ANY ONE).
Part-IV shall consist of three subjects each of 50 marks (in case of each subject 30 marks are
reserved for internal assessment and 20 marks for external examination.). In case of part-IV
students are required to offer anyone of the following subjects.
PAPER
TITLE OF THE COURSE
INT.
ASST.
EXT.
EXAM
MARKS
1.
2.
3.
Health and Physical Education
Work Experience
Art Education
30
30
30
20
20
20
50
50
50
TOTAL MARKS
PASS-CRITERIA:
To pass the course a student is required to pass both the first year course as well as the second
year course. To pass first year a student has to pass separately the Part I, Part II, Part III and Part
IV of the Course. To pass second year a student is required to pass separately all the four parts as
in case of first year.
I.
To pass Part I a candidate shall be required to secure in each paper comprising this part
36% marks in internal assessment and external examination separately.
II.
To pass Part II a candidate shall be required to secure in each paper comprising this part
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III.
To pass Part III a candidate ,shall be required to secure in each paper comprising this part
IV.
To pass Part IV a candidate shall be required to secure 36% marks in internal assessment &
external examination separately in the subject s/he offers.
V.
To pass the examination and earn Diploma, a candidate shall have to pass first year
examination as well as second year examination.
VI.
Marks obtained by a candidate in Part I, II, 111~nd Part IV shall not be added but reflected
part wise in the Marks Certificate.
Marks certificate as well as the diploma issued on successful completion of the course shall
indicate separately the marks obtained by a candidate in external examination and internal
assessment in first year and second year course.
A candidate shall be required to secure pass marks in internal and external examination
separately and the same will be shown in the marks sheet. .
RULES OF INSTITUTE:
The rules of the institute are vital for smooth functioning of the institute and their
enforcement always goes in the interest of the students and help in realizing the objectives for
which they seek admission. These rules, as such need to be followed in letter and spirit.
LEAVE:
a}
Class attendance is compulsory for all students in order to earn eligibility to appear in the
Board examination.
b}
No student shall avail a long leave as it causes set back to the scholastic achievement as
well as leads to shortage of lectures.
c}
Credit, of marks in lieu of attendance, is awarded on the basis of the lectures attended,
hence, punctuality and regularity is must.
ABSENTEES:
a)
Long absence will result into cancellation of admission and shortage in attendance. If any
student happens to fall short of lectures, he/she will not be eligible to appear in the
examination to be conducted by the Board at the end of the academic session.
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b)
It is the sole responsibility of the student to ensure his/her regular attendance in the class.
c}
No student can afford to keep himself/herself away from the institute unauthorizedly. The
violation of this rule shall be seriously viewed and dealt with as per rule of the institute.
d)
Abstaining from the classes, especially before examination shall be treated as an act of
willful neglect for which appropriate action shall be taken against those students.
DISCIPLINE:
1)
The institute expects every student to maintain high standard of discipline inside and
outside the class rooms and the institute. The authority of the institute does not expect, all
times, misbehavlour or delinquency of any kind, which in judgement of the Principal/
Management of the institution, lowers the prestige of the institute will be dealt
appropriately. Indulgence in any subversive or anti-social activity shall not be tolerated by
the Management.
2)
No student can discuss politics within the institute premises.
3)
For all purposes, the order o f the management of the institute shall be final and binding.
EXAMINATION RULES:
a)
The rules framed and prescribed by the J&K State Board of School Education shall be
observed in totality.
b)
The annual examination for the Diploma in Elementary Teacher Training Course is
generally held in April/May every year at the centres constituted and notified by the J&K
State Board of School Education
c)
The/examination of final practice of teaching is notified by the authorities of J & K State
Board of School Education.
d)
The students who fulfil the following conditions are eligible to appear in the final
examination.
(1)
Only those students are eligible to appear in the theory examination, who attend at atleast
75% of the total lectures delivered in each paper of the course.
(2)
The students are also required to obtain requisite percentage of a marks in internal
assessment.
e)
The board will conduct the final Practice of Teaching Examination of only those students
who have completed all formalities during the academic year.
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LIBRARY RULES:
1.
The students can borrow two books at a time.
2.
The student should point out damage, if any, already caused to the book at the time of is
5/- Rs. otherwise he/ she will be held responsible for the damage.
3.
The books are issued to the students for one week.
4.
Staff members cannot draw more than two books at a time and cannot retain for more
than the period of two weeks.
5.
If any students fails to return the books on due date, he/she is liable to pay a fine of Rs.
2.00 per day.
6.
If any book is lost or torn, the student shall have to deposit double the cost of the book.
7.
The reference books, in no case, are issued either to any student or staff member without
the prior permission of the Principal.
8.
The Journals & Magazines will not be issued to any student.
9.
An amount of Rs. 500.00 as library security is to be deposited by each student which is
refundable after the declaration of the final result.
10.
No outsider is allowed to enter the library without the prior permission of the Principal/
lecture incharge /Iibrarian.
11.
No student is allowed to deface any newspaper or magazine or journal. The students are
advised not to write any thing on the study tables or chairs. The defaulter will be penalized
accordingly.
L1BRARY-CUM IDENTITY CARD:
AII the students will obtain library-cum-identity cards from the office on payment of
Rs 55.00 the students will keep these cards with them during college hours. It is obligatory for
each & every student to return his /her I-card after the completion of the course. The books will be
issued to the students on the production of Iibrary-cum-identity card. In case this card is lost a
duplicate identity card will be issued to the students on payment of Rs. 50/-
17
UNIFORM
The uniform prescribed for the students of this college is
a)
Female Students
b)
Male Students
1.
Sky Blue Salwar-Kameez with
Sky blue Dupatta
1.
Sky blue Dupatta
2.
Black Shoes with White Socks
2.
Pants-Black
3.
Navy Blue Sweater/Blazer
3.
Blazer-Black
4.
Shoes- Black and Grey Socks
COMMITTEES:
1. Discipline Committee
2. Cultural Committee
3. Sports Committee
4. Social Activities Committee
5. Library Committee
6. Magazines Committee
Further the Chairman reserves the right of awarding special incentive to any member of the
institution who brings name and fame to the Institution.
18
Scheme of Exam for First Year
Part - I : Foundation Papers
¼IkzR;sd fo"k; ds 50 vad gksaxs½
Paper
Paper I
Paper II
Paper III
Subject
Philosophical Perspectives of Education
Child Development
Education Technology
Part II : Pedagogical Courses in Different School Subjects
Paper
Paper I
Paper II
Paper III
Paper IV
Paper V
Subject
Teaching of Mathematics (To classes I to V)
Teaching of EVS (Science) (To classes I to V)
Teaching of Environmental Studies to classes I to V (Social Science)
Teaching of English to classes I to V
Teaching of Urdu/ Hindi/ Punjabi
Part III : Teaching Practice
(School Experience Programme)
Paper
Paper I
Paper II
Paper III
Paper IV
Paper V
Teaching Subject
Mathematics (Classes I to V)
Environmental Studies (Science) (Classes I to V)
Environmental Studies (Social Science) classes I to V
English (Classes I to V)
Teaching of Urdu / Hindi/ Punjabi (For classes I to V)
Part IV : Co-Scholastic Areas (Any One Paper)
"k
Paper
Paper I
Paper II
Paper III
Subject
Health & Physical Education
Work Education
Art Education
19
SYLLABUS
¼ikB~;Øe½
Philosophical Perspective of Education
¼f”k{kk dk nk”kZfud Lo:i½
Paper - I
dqy vad % 50
Course Outline :
External Exam.
Time for External Exam
Internal Assessment
40 Marks
3 Hours
10 Marks
Unit-1
¼bdkbZ&1½
Nature, Scope and Functions of Philosophy
(9 Hours)
¼n'kZu'kkL= dh izd`fr] {ks= rFkk dk;Z½
•
Meaning and Aims of Education
¼f'k{kk dk vFkZ rFkk mís';½
•
Relation ship between Education and Philosophy
¼f'k{kk rFkk n'kZu 'kkL= ds chp laca/k½
Unit-2
¼bdkbZ&2½
National System of Education
(11 Hours)
(10 Marks)
¼jk"Vªh; f'k{kk iz.kkyh½
•
Concept ¼/kkj.kk,a½
•
Need for National System of Education
¼jk"Vªh; f'k{kk iz.kkyh dh vko';drk½
•
Development of National System of Education during following
¼jk"Vªh; f'k{kk iz.kkyh dk fuEu vof/k esa fodkl½
1.
Ancient period ¼izkphu le; vof/k½
2.
Medeval period ¼e/;dkyhu ;qx½
3.
Post Independence period ¼LorU=rk ds ckn½
•
Characteristics of National System of Education as given in NPE, 1986
¼jk"Vªh; f'k{kk uhfr 1986 esa nh xbZ jk"Vªh; f'k{kk iz.kkyh dh fo'ks’krk,a½
Unit-3
(9 hours)
(10 marks)
Contemporary Indian Educational Thinkers. Their contribution in the field of
Education
¼bdkbZ&3½
1.
2.
¼fuEu ledkyhu Hkkjrh; f'k{kk fopkjdksa dk f'k{kk ds {ks= esa ;ksxnku½
Sri Aurobindo ¼Jh vjfoUnks ?kks’k½
Swami Vivekanand ¼Lokeh foosdkuUn½
20
3.
4.
5.
6.
Rabindra Nath Tagore ¼Jh johUnz ukFk VSxksj½
Sir Mohammad Iqbal ¼lj eksgEen bdcky½
Mahatma Gandhi ¼egkRek xka/kh½
Dr. Zakir Hussain ¼Mk- tkfdj gqlSu½
Unit-4
(9 hours)
¼bdkbZ&4½
(10 marks)
Major schools of philosophy and their Educational Implications with reference to
IMS of Education.
¼n'kZu 'kkL= dh f'k{kk ds mís'; ds lanHkZ esa iz/kku fopkj/kkjk,a rFkk muds “kS{kf.kd fufgrkFkZ½
•
Methods of Teaching and curriculum in Education
¼f'k{k.k dh fof/k;k¡ rFkk f'k{kk esa ikB~;Øe½
Idealism ¼vkn'kZokn½
Naturalism ¼izd`frokn½
Pragmatism ¼mi;ksfxrkokn ;k iz;kstuokn½
Humanism ¼ekuorkokn½
•
•
•
•
•
Practical work (For internal assessment) ¼vkUrfjd ewY;kadu gsrq izk;ksfxd dk;Z½
Do any two of the following
¼fuEu esa dksbZ nks djks½%
1
Life sketch and contribution of any one Indian education thinker
¼fdlh ,d f'k{kk fopkjd dh thouh rFkk mldk ;ksxnku½
2
Critical Analysis of one aspect of education system in India.
¼Hkkjrh; f'k{kk iz.kkyh ds fdlh ,d Hkkx dk vkykspukRed fo'ys’k.k½
3.
Book Review of one book related to education throught published during the east three
years.
¼fiNys rhu o’kksZa ds nkSjku izdkf'kr f'k{kk fopkjksa ls lacaf/kr ,d iqLrd dk fu:i.k djuk½A
4.
Preparation of annotated bibliography comprising books on philosophy of education.
¼fdlh ,d fo’k; ls lacaf/kr f'k{kk ds n'kZu'kkL= ij iqLrdksa dh rqyukRed lwph rS;kj djus ij fVIi.kh djsaA½
5.
Innovative suggestions for improving school system in India
¼Hkkjr esa Ldwy iz.kkyh esa lq/kkj ds uohu lq>ko½
6.
Essay in about 800 words on preservation of cultural heritage/ An Ideal Teacher/ Puple
relationship/Child Control Education / Moral Education
¼LkkaLd`frd fojklr ds opkc esa 800 “kCnksa dk fucU/k@,d vkn'kZ v/;kid@fo|kFkhZ laca/k@cky dsUnzh;
f'k{kk@uSfrd f'k{kk½
21
Child Development
¼cky fodkl½
(Paper-II)
dqy vad % 50
Course Ontline
External Exam
Internal Assessment
Unit-1
3 Hours
40 marks
10 marks
(7 hours)
(10 marks)
¼bdkbZ&1½
Nature and Approaches to understand Child Development
¼cky fodkl dks le>us dh jhfr;k¡ rFkk izd`fr½
•
•
Child Development: Meaning and Nature ¼Ckky fodkl vFkZ rFkk izd`fr½
Relevence of child development of the elementary school. Teacher in understanding the
learner and her/his behaviour.
¼cky fodkl esa lh[kus okys ¼fo|kFkhZ½ ds O;ogkj dks le>us esa izkjfEHkd Ldwy v/;kid dh izklafxrk
¼;ksxnku½A
•
Approaches to understand learner’s behaviour : Observation interview, sociometric
technique, experimental method and case study.
¼f'k{kkFkhZ ds O;ogkj dks le>us dh jhfr;k¡% voyksdu] lk{kkRdkj] lektekih;] rduhd iz;ksxkRed fof/k rFkk
izdj.k dk v/;;u½
Unit-2
(6 hours)
(5 Marks)
¼bdkbZ&2½
Growth and Development of the child
¼cky fodkl rFkk lao`f)½
•
Concept of Growth and Development
¼fodkl rFkk lao`f) dh /kkj.kk½
•
Principles of Development
¼fodkl ds fl)kUr½
•
Developmental tasks of childhood and preadolescent stages
¼cpiu iwoZ fd'kksjkoLFkk dh fodk'kkRed ckrsa½
•
Factors influencing development : Genetic and Environmental factors
¼fodkl dks izHkkfor djus okys dkjd% mRifÙk fo’k;d rFkk i;kZoj.k laca/kh rRo½
•
Common play activities of childhood and their role in growth and development
¼cpiu dh lkekU; [ksy xfrfof/k;ka rFkk mudk fodkl o lac`f) esa ;ksxnku½
Unit-3
(22 hours)
(15 Marks)
¼bdkbZ&3½
•
Physical Development : Meaning and Patterns
¼HkkSfrd fodkl% vFkZ rFkk i)fr½
•
Major Development : Meaning, significance, development of motor skills, classroom
22
implication
¼izeq[k fodkl% vFkZ] egRo] pkyd fodkl rFkk d{kk ds dejs ds fufgrkFkZ½
•
Cognitive Development: Concept, piagets stages of Cognitive Development with special
reference to Concrete Operational and Formal Operational Stages and their class room
implications.
¼KkukRed fodkl% /kkj.kk KkukRed fodkl ij fi;kxsV dh dk;kZRed rFkk vkSipkfjd xfrfof/k;ksa dh
voLFkk,a rFkk muds d{kk dejs ds fufgrkFkZ½
•
Language Development : Concept, significance, stages of development of language skills
with special reference on reading, writting, readiness, speach disorders in childness.
¼Hkk"kk fodkl% ifjp;] egRo] Hkk"kk dkS'kyrk dh i<+us] fy[kus] cPpksa esa Hkk"k.k vkdqyrk rFkk mRlkg ds lanHkZ esa
Hkk"kk fodkl dh voLFkk,a½
•
Emotional Development : Meaning, common emotional patterns (love, anger, fear),
characteristics of children’s emotions.
•
Social Development : Meaning, significance and stages.
•
Inter relationship & Interdependence of various aspects of development
•
Role of family and teacher in fosterling aspects of development.
¼laosxkRed fodkl% vFkZ] lkekU; laosxkRed i)fr;ka ¼I;kj] Øks/k] Mj½] cPpksa ds laosxksa dh fo'ks’krk,a½
¼Lkekftd fodkl % vFkZ] egRo rFkk voLFkk,a½
¼fodkl ds vkilh lacU/k o vkilh fuHkZjrk ds fofHkUu igyw½
¼fodkl ds fofHkUu igyqvksa dks mRlkfgr djus esa ifjokj rFkk v/;kid dh Hkwfedk½
Unit-4
(5 hours)
(10 Marks)
¼bdkbZ&4½
Personality Development
¼O;fDrRo fodkl½
•
Meaning and definition of Personality.
¼O;fDrRo dk vFkZ rFkk ifjHkk"kk½
•
Characteristics and development of Integrated Personality with special reference to
concept and habit formation.
¼/kkj.kk rFkk vknr fuekZ.k ds lanHkZ esa iw.kZ O;fDrRo dk fodkl rFkk fo'ks’krk,a½
Practical work (For Internal Assessment)
(5 hours)
(10 marks)
Each trainee is expected to underline at least one Practical activity. A suggestive list of
Practical activities is given below:
¼Ikz;ksfxd dk;Z ¼vkUrfjd ewY;kadu gsrw½½
¼izR;sd lh[kus okys ls de ls de ,d iz;ksxkRed fØ;k ysus dh vk'kk dh tkrh gSA iz;ksxkRed fØ;kvksa dh lEHkkfor
lwph uhps nh xbZ gS½%
•
Observing, recording and reporting of some behavioural aspects of a learner through
check list.
¼Tkkap lwph ds }kjk fdlh ,d lh[kus okys ds O;ogkj ds dqN igyqvksa dk voyksdu] fjdkfMZax rFkk o.kZu
djuk½
•
Study of Cognitive Development of child using Plagetion stage of Development.
¼KkukRed cky fodkl iysxfV;u fodkl dh voLFkkvksa dk v/;;u½
23
•
Study of Socio metric status of a child.
•
Comparative study of play habits of two childrens of the same age group/different age
group, of same sex/different sex.
¼lektekih; v/;;u esa cPps dk LFkku½
¼leku vk;q oxZ ds nks cPpksa dk rqyukRed v/;;u@fofHkUu vk;q oxZ leku fyax@fofHkUu fyax½
Educational Technology
¼'kSf{kd rduhdh½
Paper III
dqy vad % 50
Course Outline :
External Exam
Internal Assessment
Unit-1
40 Marks
3 Hours
10 Marks
(4 hours)
(6 Marks)
¼bdkbZ&1½
Concept of Educational Technology
¼'kSf{kd rduhd dh vo/kkj.kk½
•
Meaning, Need and Scope of Educational Technology
¼'kSf{kd rduhd dk vFkZ] vko';drk rFkk {ks=½
•
Difference between — “Technology of Education” and “Technology in Education”.
¼'kSf{kd rduhd rFkk f'k{kk esa rduhd esa vUrj½
Unit-2
(7hours)
(10 Marks)
¼bdkbZ&2½
Basis of Technology
¼rduhdksa ds vk/kkj½
•
Relationship between Teaching and Learning
•
•
Variables of Teaching ¼f'k{k.k ds pj½
Principles of Teaching ¼f'k{k.k ds fl)kUr½
¼f'k{k.k rFkk vf/kxe ds chp laca/k½
Unit-3
(8 hours)
(14 Marks)
¼bdkbZ&3½
Techniques of Teaching
¼f'k{k.k dh rduhdsa½
•
A.
B.
•
•
•
•
•
Micro Teaching ¼lw{e f'k{k.k½
Development of the following Teaching Skills ¼f'k{k.k dkS'kyksa dk fodkl½
Skills of Introducing the lesson ¼ikB ifjpu dh dkS'kyrk½
Skill of Probing question ¼Nko ijh{kk iz'uksa dh dkS'kyrk½
Skill of Explanation ¼ijh{kk iz'uksa dh O;k[;k djus dh dkS'kyrk½
Skill of Stimulated participation ¼Hksn ;k :ikUrj izksRlkfgr djus dh dkS'kyrk½
Skill of promoting pupil participation
¼fo|kfFkZ;ksa dh lgHkkfxrk c<+kus dh dkS'kyrk½
24
•
•
•
•
•
•
C
D
E
F
G
Integration of teaching skills ¼f'k{k.k dkS'kyksa dk lekadyu½
Programmed Learning ¼fu;ksftr vf/kxe½
Simulated Teaching ¼vuq:fir f'k{k.k½
A-Team Teaching ¼ny&f'k{k.k½
Computer Aided Learning ¼dEI;wVj lgk;d vf/kxe½
TV Transmission ¼nwjn'kZu½
Unit-4
(10 hours)
(10 Marks)
¼bdkbZ&4½
Communication
¼lEizs’k.k½
•
•
Concept of Communication ¼lEizs’k.k dh /kkj.kk½
Forms of Communication–Verbal, Non-verbal
•
Modes of Communication–Audio, Visual, Audio Visual (Edger Dales Cone of experience)
¼lEizs’k.k dk Lo:i&ekSf[kd] vekSf[kd½
¼lEizs’k.k ds lk/ku&Jo.k lk/ku] n`'; lk/ku] n`';&JO; lk/ku ¼,Mxj Msy }kjk fn;k x;k vf/kxe vuqHkoksa
dk dhu½½
Practical Work : (For Internal Assessment)
(8 hours)
(10 marks)
iz;ksfxd dk;Z ¼vkUrfjd ewY;kadu gsrq½
Any one of the following: ¼fuEu esa ls dksbZ ,d½%
I.
Preparation of an audio-programme(15 Minutes)
¼15 feuV dk ,d JÒ; dk;ZØe rS;kj djuk½
II.
Preparation of one Teaching aid on School subject
¼Ldwy fo’k; ij ,d f'k{k.k lgk;rk rS;kj djks½
III.
Preparation of audio-video programme for (10 Minutes)
¼10 feuV dk n`'; JÒ; dk;ZØe½
IV.
Developing a Computer Programme on any topic related to Primary teaching
¼izkFkfed f'k{k.k ls lcaf/kr fdlh Hkh fo"k; ij dEI;wVj dk;ZØe fodflr djuk½
V.
Reporting of Education TV Programme (at least 5)
¼de ls de ikap f'k{kk dh nwjn'kZu dk;ZØe dh fjiksVZ cukuk½
Sociological Perspective of Education
¼f'k{kk dk lekt “kkL=h; Lo:i½
(Paper-IV)
dqy vad% 50
Course Outline:
External Exam
Internal Assessment
Unit-1
40 Marks
3 Hours
10 Marks
(5 hours)
(5 marks)
¼bdkbZ&1½
Education and Sociology
¼f'k{kk rFkk lekt 'kkL=½
•
Meaning Concept and Importance of Educational Sociology
25
¼'kSf{kd lekt'kkL= dk vFkZ] vo/kkj.kk rFkk egRo½
•
Sociological basis of Education
¼f'k{kk dk lekt'kkL=h; vk/kkj½
•
Social aims of Education
¼f'k{kk ds lkekftd y{;½
Unit-2
(8 hours)
(10 Marks)
¼bdkbZ&2½
Understanding Indian Society
¼Hkkjrh; lekt dks le>uk½
•
Contemporary Social System in India = its structure (Caste, Class Structure)
•
•
•
•
•
Guiding Principles of Indian Policy ¼Hkkjrh; uhfr ds ekxZ n'kZd fu;e½
Secularism ¼/keZ fujis{krk½
Socialism ¼lektokn½
Democracy ¼iztkrU=½
National Integration–Role of Teacher in the promotion of national integration.
¼Hkkjr esa ledkyhu lkekftd O;oLFkk ¾ bldh lajpuk ¼tkfr] oxZ] lajpuk½
¼jk"Vªh; v[k.Mrk&jk"Vªh; v[k.Mrk dh Hkwfedk½
Unit-3
(8 hours)
(10 marks)
¼bdkbZ&3½
Social Processes
•
Socialization and Education
¼Lkekthdj.k vkSj f'k{kk½
•
Social change-nature, process causes and effect
•
Education as a mean and product of Social change
•
Role of Education in Preservation of cultural heritage of India
¼lekftd ifjorZu&izd`fr] izfØ;k] dkj.k rFkk izHkko½
¼Lkekftd ifjorZu ds lk/ku rFkk mRikn ds :i esa f'k{kk½
¼Hkkjr dh lkaLd`frd fojklr dh laHkky esa f'k{kk dh Hkwfedk½
Unit-4
(4 hours)
(5 marks)
¼bdkbZ&4½
Social Institution
¼Lkekftd laLFkk,a½
•
Informal, Formal and Non-formal agencies
¼vukSipkfjd] vkSipkfjd rFkk xSj vkSipkfjd&vfHkdj.k½
•
Role of family, school, community (NGO’s) and state
¼ifjokj] Ldwy] leqnk; (NGO’s) rFkk jkT; dh Hkwfedk½
Unit-5
(10 hours)
(10 marks)
¼bdkbZ&5½
Constitutional Provision regarding Elementary Education
26
¼izkFkfed f'k{kk ds lacU/k esa laoS/kkfud O;oLFkk,a½
•
Elementary education, concept and importance
¼izkjfEHkd f'k{kk] vo/kkj.kk rFkk egRo½
•
Problems, Issues, Remedies and Constitutional provisions regarding:
¼fuEufyf[kr ls lacaf/kr leL;k,a] fopkjk/khu fo’k;] mik; rFkk laoS/kkfud O;oLFkk,aA½
(1)
Girls Education ¼yM+fd;ksa dh f'k{kk½
(2)
Child Labour ¼cky Je½
(3)
Children with special needs ¼fo'ks’k vko';drkvksa okys cPps½
Disadvantages sections (Economically, Socially and Culturally)
¼lqfo/kkghu oxZ ¼vkfFkZd] lkekftd rFkk lkaLd`frd :i esa½
(10 hours)
(10 Marks)
I.
Preparation of report of field studies, field trips or visit to various places, cultural setting etc.
May be arranged to acquaint the pupil teacher with the rich cultural heritage of India.
¼{ks= v/;;uksa dk fooj.k rS;kj djuk] {ks= ds Hkze.k] fofHkUu LFkku ns[kuk] lkaLd`frd dk;ZØeksa dh O;oLFkk dh
tk;s rkfd f'k’; v/;kid Hkkjr dh le`) lkaLd`frd fojklr ls ifjfpr gks ldsaA½
II.
Preparation of Profile for school
¼Ldwy ds fy, :ijs[kk rS;kj djuk½
III.
Preparation in community programme & preparation of report there on
IV.
Complication of various policy recommendation since Independence or any two of the
following:
¼Lkeqnkf;d dk;ZØeksa esa Hkkx ysuk rFkk mudk fooj.k rS;kj djuk½
¼fuEu esa ls fdUgha nks ij LorU=rk i'pkr~ fofHkUu lq>koksa dk ladyu %½
(1)
Girl education ¼yM+fd;ksa dh f'k{kk½
(2)
Special Education ¼fo'ks"k f'k{kk½
(3)
Education of disadvantaged sections ¼lqfo/kkghu oxksZa dh f'k{kk½
¼xf.kr f'k{k.k½
(Part-II, Paper-I)
dqy vad % 50
Course Outline:
External Exam
Internal Assessment
Unit -1
40 Marks
3 Hours
10 Marks
(4 hours)
(5 marks)
BdkbZ&1
•
•
•
•
•
Mathematics in School Curriculum ¼fo|ky; ikB~;Øe esa xf.kr½
Objectives of teaching Mathematics ¼xf.kr f'k{k.k ds mn~ns';½
At Primary stage ¼izkFkfed voLFkk ij½
At Upper Primary stage ¼mPp izkFkfed Lrj ij½
Curriculum of Mathematics —its components ¼xf.kr dk ikB~;Øe&blds ?kVd½
(1)
Objectives/Learning Outcomes ¼mn~ns”;@lh[kus ds ifj.kke½
(2)
Content ¼fo"k; lwph½
27
Unit-2
(3 hours)
(3 marks)
bdkbZ&2
Methods of Teaching Mathematics
¼xf.kr v/;;u dh fof/k;ka½
•
Concept of fractional number : fractional number as a part of whole and as a part of group
Distinction between a fractional number and rational number, various kinds of fractions
units, proper, improper fractions, conversion of fractions of decimals and decimals to
fractions four fundamental operations on fractions.
¼fHkUu la[;k dh /kkj.kk fHkUu la[;k lEiw.kZ Hkkx dk ,d fgLlk rFkk fHkUu vad o ;qfDr vad ds chp lewg
fHkUurk dk fgLlk] fofHkUu izdkj dh fHkUu bdkbZ mfpr] vuqfpr] fHkUu] fHkUu dks n'keyoksa rFkk n'keyoksa dks
fHkUu esa cnyuk] fHkUu ij pkj ekSfyd fØ;k,a½
Unit-3
(3 hours)
(3 Marks)
¼bdkbZ&3½
[Missing]
Unit-4
(3 hours)
(3 marks)
bdkbZ&4
Teaching of Measures
¼Ekkiu dk v/;;u½
•
Measures of Length, Weight, Time, Capacity, Temperature, Basics and other units,
Relationship between various units of the same measures, skill of measuring different
measures, Solving problems based on different measures.
¼yEckbZ] Hkkj] le;] {kerk] rkieku dks ekius ds eki] vk/kkfjd rFkk vU; bdkbZ;ka] leku eki dh fofHkUu
bdkb;ka] fofHkUu ekiksa dks ekius dh dkS'kyrk] fofHkUu ekiksa ij vk/kkfjr leL;k dk gy djuk½
Unit-5
(4 hours)
(3 marks)
bdkbZ&5
Teaching of Mensuration
¼{ks=fefr dk v/;;u½
•
Concept of region and space areas as a measure of region and volume as a measure of
space, Area of Rectilinear figure, Formula of Areas of Rectangle, Square, Triangle,
Parallelogram, Rhombus, Trapezium, Circle, Volume of Cuboid, Cube, Cylinder, Sphere,
Cone, Surface area of the above mentioned solids, Area of four walls of a cuboidal room or
box.
¼{ks= dh vo/kkj.kk rFkk {ks= ds ekid ds :i esa nwjh {ks=Qy o ?kuQy nwjh ekius dk eki] vk;krkdkj vd`fr
dk {ks=Qy] {ks=Qy ds lw=&vk;kr] oxZ] f=Hkqt] lekUrj prqHkqZt] lekUrj vle prqHkqZt] fo’ke prqHkqZt] o`Ùk]
?ku dk vk;ru] ?keku dk vk;ru] csyu dk vk;ru] xksyk dk vk;ru] “kadq dk ?kuQy] mijksDr Bksl
vkd`fr dk ry {ks=Qy] ?kukHk :ih dejk ;k ckDl dh pkj nhokjksa dk {ks=Qy½
Unit-6
(4 hours)
(3 marks)
bdkbZ&6
Commercial Arithmatics
¼Okf.kT; vadxf.kr½
•
Percentage as a form of representing a fractional number, its applications, Profit and Loss,
28
Discount, Simple and Compound Interest
¼izfr'kr fHkUu la[;k dks izLrqr djus dk :i] bldk ykxw gksuk] ykHk o gkfu] dVkSrh] lk/kkj.k o pØo`f)
C;kt½
Unit-7
(4 hours)
(5 marks)
bdkbZ&7
Teaching of Number System
¼la[;k i)fr dk v/;;u½
•
Evaluation of Hindu Arabic System of Numeration
¼fgUnw vjch la[;k iBu iz.kkyh dk ewY;kadu½
•
Number and Numericals, Digits.
¼la[;k o la[;kRed iz'u] vad½
•
Concept of Place value of a digit in a number
¼la[;k esa vad ds LFkkuh; ewY; dh vo/kkj.kk½
•
Development of various kind of number line, adequate and inadequate of a number system
¼fofHkUu izdkj dh la[;k js[kk dk fodkl] la[;k iz.kkyh dh i;kZIrrk rFkk vi;kZIrrk½
•
Various kinds of numbers such as odd, even, prime, composite, co-primes and twin primes.
¼fo’ke la[;k,a] le la[;k,a] vHkkT; la[;k,a] HkkT; la[;k,a] lg vHkkT; rFkk ;qXe vHkkT; la[;k,a½
•
Concept of factors, multiples, common multiples, LCM and HCF
¼xq.ku[k.M dh vo/kkj.kk] xq.kkad] vkexq.kd] y?kqÙke lekioR;Z] egRre lekiorZd½
•
Four fundamental operations and their interrelationship with emphasis on the use of
number line.
•
Use of abacus, domines, cubic rods, imsenaivestrip included in operation Black-Board, Kit
may be emphasized.
¼pkj izkjfEHkd fu;e] la[;k js[kk ds iz;ksx ij mudk vkilh laca/k½
¼fxurh fl[kkus dk midj.k] ?ku ekius dh NM+h] Mksehukst] rFkk “;keiV~V o dhV vkfn ij vf/kd /;ku nsuk½
Unit-8
(4 hours)
(5 marks)
bdkbZ&8
Content Analysis and Lesson Planning
¼fo’k; fo'ys’k.k vkSj ikB ;kstuk½
•
Analysis of Mathematical content in terms of facts, Concepts, Generalizations and
process, Unit Planning and Lesson Planning.
¼xf.krh; fo’k; ¼lkexzh½ dk rF;] vo/kkj.kk] lkekU;hdj.k o fØ;k ds :i esa fo'ys’k.k djuk] bdkbZ ;kstuk
rFkk ikB ;kstuk½
Unit-9
(7 hours)
(10 marks)
bdkbZ&9
Contribution of Indian Mathematicians
¼Hkkjrh; xf.krKksa dk ;ksxnku½
•
Life sketches of Indian Mathematicians Arya Bhatta, Braham Gupta, Bhaskaracharya and
Ramanjuam
¼Hkkjrh; xf.krK vk;Z HkV~V] czge~ xqIrk] HkkLdjkpk;Z rFkk jkekuqte dh thofu;ka½
29
Practical Work
(7 hours)
(10 marks)
iz;ksfxd dk;
dk;ZZ
Any two of the following : ¼fuEu esa ls dksbZ nks djsa%½
•
Preparation of a list of examples from daily life and other subject area such as Science,
History, Civics, Geography in which the knowledge of Mathematics is needed. Analysis of
two topics of different (brackets) preparation of an improvised material aid using
Mathematics Kit.
¼nSfud thou o vU; {ks= ds fo’k; tSls foKku] bfrgkl] ukxfjd 'kkL=] Hkwxksy vkfn ds mnkgj.kksa dh lwph
rS;kj dhft, ftuesa xf.kr dh vko';drk iM+rh gSA nks fo’k;ksa ds fofHkUu ¼dks’Bdksa½ dk fo'ys’k.k] xf.krh;
fdV ds iz;ksx }kjk lq/kjh gqbZ lkeku lgk;rk rS;kj djukA½
Environmental Education (Science)
i;kZoj.k f'k{kk ¼foKku½
(Part-II, Paper-II)
dqy vad % 50
Course Outline :
External Exam
Internal Assessment
Unit-1
40 Marks
3 Hours
10 Marks
(4 hours)
(5 marks)
bdkbZ&1
Nature of EVS (Science)
¼i;kZoj.k dh izd`fr ¼foKku½½
•
Nature, Scope and its importance
¼izd`fr] {ks= ,oa mi;ksfxrk½
•
Social, Cultural and Ethical Aspects of Science
¼foKku ds lkekftd] lkaLd`frd rFkk uhfr fo’k;d igyw½
•
Scientific Attitude and its Development
¼oSKkfud vk/kkj rFkk bldk fodkl½
Unit-2
(7 hours)
(10 marks)
bdkbZ&2
Objective based Training of Environmental Science
¼i;kZoj.k foKku ds izf'k{k.k vk/kkfjr mn~ns';½
•
Aims and Objectives ¼mn~ns'; o y{;½
•
Statement of Objctives in Behavioural Terms
¼O;kogkfjd :i esa mn~ns';ksa dk o.kZu½
•
Minimum Level of Learning in Teaching of EVS (Science)
¼i;kZoj.k ¼foKku½ dks i<+kus esa vf/kxe ¼lh[kus dk½ U;wure Lrj½
Unit-3
(9 hours)
(10 marks)
bdkbZ&3
Approaches/Methods of Teaching Environmental Science
¼i;kZoj.k foKku f'k{k.k dh fof/k;ka½
30
•
•
•
•
•
•
Conceptual Approach ¼vo/kkj.k fof/k½
Integrated Approach ¼lekadyu fof/k½
Scientific Method ¼oSKkfud fof/k½
Process Approach ¼izfØ;k fof/k½
Teaching through Activity ¼fØ;k }kjk i<+kuk½
Problem Solving Method ¼leL;k lek/kku fof/k½
Unit-4
(11 hours)
(10 marks)
bdkbZ&4
Teaching-Learning Approach
¼i<+uk&lh[kuk igyw½
A.
B.
C.
Role of Teachers ¼v/;kid dh Hkwfedk½
•
Content Planning ¼lUrq’Vh ;kstuk½
•
Analysis of Content ¼lUrq’Vh dk fo'ys’k.k½
•
Identification of Concepts and Process ¼vo/kkj.kk rFkk izxfr dh igpku½
•
Writing Objectives in Behavioural Terms ¼O;kogkfjd :i esa fyf[kr y{;½
Activities Planning and Organization ¼fØ;k ;kstuk rFkk laxBu½
•
Selection of Activities ¼fØ;k dk pquko½
•
Selection of Materials ¼lkeku dk pquko½
•
Organization of Activities ¼fØ;kvksa dk laxBu½
Lesson Planning and Teaching ¼ikB ;kstuk rFkk i<+kuk½
•
Preparing of Lesson Plan ¼ikB ;kstuk dks rS;kj djuk½
•
Conducting Group Discussion ¼lkewfgd okn&fookn lapkyu djuk½
•
Helping Slow Learners ¼/khjs lh[kus okyksa dh lgk;rk½
•
Peer Group (Learning) ¼led{k oxZ ¼lh[kuk½½
•
Teacher-Students Relationship ¼v/;kid&fo|kFkhZ laca/k½
Unit-5
(7 hours)
(5 marks)
¼bdkbZ&5½
Use of Resources
¼Lk/kuksa dk mi;ksx½
•
Use of Local/ Community Resources ¼LFkkuh;@leqnk; lk/ku dk iz;ksx½
•
Primary Science Kit & Mini Tool Kit ¼izkFkfed foKku fdV vkSj y?kq vkStkj fdV½
•
Low Cost Teaching Aids/Equipmets ¼vYi Ø; lgk;d lkexzh@lk/ku½
Practical Work:
(For Internal Assesment)
•
•
•
(i)
(7 hours)
(10 marks)
Preparation of Model (Working/Static) ¼ekWMy dk fuekZ.k fØ;k'khy@fLFkj½
Preparation of Chart ¼pkVZ dk fuekZ.k½
Writing Assignment of following topics:
Living and Non-Living things : Matter to Natural and Life-Science should be written
separately.
¼Ltho vkSj futhZo] izkd`frd o thou foKku ls lacaf/kr½
31
(ii)
Natural Science, Water cycle, Pole Star, Phases of Moon, Solar System, Air Pollution,
Summer / Winter Season, Lunar and Solar Eclipse, Rotation/Revolution of Earth, Water
Pump, Types of Machine (Simple).
¼Ikzkd`frd foKku] ty&pØ] /kzqorkjk] pUnzek dh dyk,a] lkSj e.My] ok;q iznw’k.k] lnZ o xzh’e _rq] lw;Z&pUnz
xzg.k] i`Foh dk Hkze.k&pØ] ty iEi] lk/kkj.k e”khu½
(iii)
Life Science, Parts of Plant, Xerophytes plants, Germination, Types of Teeth, Circulatory
System, Skeleton, Balance Diet, Communicable Disease.
¼tho foKku] ikS/ks ds Hkkx] “kq’d ikS/ks] vadqj.k] nkarksa ds izdkj] “kjhj ds Hkkx] Qwy ds Hkkx] vkgkj uky] “olu
ra=] jDr lapj.k ra=] dadky ra=] larqfyr vkgkj] lapj.k jksx½
(iv)
Collection of Resources for Effective Teaching of EVS.
¼izHkkoh v/;kiu ds fy, laxzfgr lk/kuksa dk mi;ksx½
Environmental Education (Social Studies)
i;kZoj.k f'k{kk ¼Lkekftd f'k{kk½
(Part-II, Paper-III)
dqy vad% 50
Course Outline :
External Exam
Internal Assessment
Unit-1
40 marks
3 hours
10 Marks
(10 hours)
(10 marks)
(10 marks)
bdkbZ&1
Nature of EVS (Social Studies)
¼i;kZoj.k dh izd`fr ¼lkekftd f'k{kk½
•
Concepts of EVS, its main components such as man, nature, social institutions relationship
with one core subjects.
¼i;kZoj.k v/;;u dh vo/kkj.kk] blds eq[; ?kVd tSls euq’;] izd`fr ewy fo’k;ksa dk lkekftd leL;kvksa ls
laca/k½
•
Organisation of curriculum of Social Studies, basic consideration for the formulation and
organisation of curriculum i.e. The child environment, society national concern etc.
¼Lkekftd v/;;u esa ikB~;Øe dk laxBu] ikB~;Øe cukus rFkk laxBu ds fy, yh tkus okyh ewyHkwr ckrsa]
tSls cky okrkoj.k] lekt] jk’Vªh; laca/k vkfn½
•
Instructional objectives in EVS (Social Studies) formulation of instructural objectives in EVS
at the primary stage as a whole and at various class levels, unit wise, lessons wise, activity
wise.
¼i;kZoj.k v/;;u ds f'k{k.k ds vuqns”kukRed mn~ns';] izkFkfed Lrj ij i;kZoj.k v/;;u ls lEcfU/kr
vuqns'kukRed mn~ns';] lEiw.kZ rFkk fofHkUu oxZ Lrj ds v/kkj ij cukuk] bdkbZ vuqlkj] ikB vuqlkj rFkk
fØ;k vuqlkj½
Unit-2
(12 hours)
(10 marks)
bdkbZ&2
Teaching Methods and Techniques
¼f'k{k.k fof/k;ka rFkk rduhdsa½
•
Instructional Planning, various components of plan such as objectives, content,
Methodology, evaluation etc. Identification of unit and study, preparation of unit plan,
32
lesson plan, activity plan, project plan.
¼vuqns'kukRed fu;kstu] fu;kstu ds fofHkUu ?kVd tSls mn~ns';] fo’k;oLrq] djus ds <ax] ewY;kadu vkfnA
bdkbZ v/;;u dh igpku] bdkbZ ;kstuk rS;kj djuk] ikB ;kstuk] fØ;k ;kstuk] izkstsDV ;kstuk½
•
Special methods of teaching EVS examples, problem solving, Enquiry method, Play Way
Method, participatory experience.
¼i;kZoj.k v/;;u f'k{k.k dh fof'k’V fof/k;ka&ekSf[kd mnkgj.k] leL;k lek/kku fof/k] [kkst fof/k] ;kstuk
fof/k] [ksy fof/k] lgHkkfxrk vuqHko fof/k½
•
Techniques of teaching EVS-observation, questioning, role playing demonstration Field
trips, surveys, displays and exhibitions, map skills, simulation techniques such as using
and tray method.
¼Lkekftd v/;;u f'k{k.k dh izfof/k;ka&voyksdu] iz'u iwNuk] Hkwfedk fuHkkuk izfof/k] izn'kZu izfof/k] Hkze.k]
losZ{k.k] izdkf'kr o izn'kZfu;ka] ekufp= dkS'kyrk] vuqdj.kh; f'k{k.k izfof/k] lS.M Vªs&fof/k½
•
Teaching aids : different types of teaching aids, projective, non-projective activity based
aids/field trips
¼f'k{k.k lgk;d lk/ku % f'k{k.k lgk;d lk/ku ds izdkj] iz{ksih] xSj iz{ksih fØ;k ij vk/kkfjr lgk;d
lk/[email protected]½
Unit-3
(7 hours)
(10 marks)
bdkbZ&3
Evaluation Procedure in Teaching of EVS (Social Studies)
¼i;kZoj.k f'k{k.k ¼lkekftd v/;;u½ esa ewY;kadu dk <ax½
•
Evaluation and its need
•
Continuous and Comprehensive evaluation
•
Preparation of relevant tools, such as questions, unit test, self-evaluation material
Observation schedule, check list for field trip and project work.
¼ewY;kadu rFkk vko';drk½
¼fujUrj rFkk O;kid ewY;kadu½
¼vko';d midj.k rS;kj djuk tSls fd] iz'u] bdkbZ ijh{k.k] vkRe ewY;kadu lkexzh] vuqlwph] {ks= Hkze.k rFkk
ifj;kstuk dk;Z gsrq pSd fyLV½
Unit-4
(8 hours)
(10 marks)
bdkbZ&4
Content Enrichment
¼lq/kkjkRed fo’k;½
•
Environment concerns, ecology, pollution, conservation of resources, wild life
Preservation.
•
Social and economic problems, social diparties, gender inequality, illiteracy, Poverty,
population explosion, regional disparities, constitutional obligations.
¼i;kZoj.k lacfU/kr ikfjfLFkfrd rU=] iznw’k.k] lk/kuksa dks cpkuk] ou izk.kh laj{k.k½
•
¼lkekftd rFkk vkfFkZd leL;k,a] lkekftd vlekurk] fyax vlekurk] vf'k{kk] fu/kZurk] tula[;k foLQksV]
{ks=h; vlekurk] loS/kkfud vojks/kd½
National goals and national identity ¼jk"Vªh; mn~ns'; rFkk jk"Vªh; igpku½
33
Practical Work : (For Internal Assesment)
(8 hours)
(10 Marks)
Any two of the following: ¼fuEu esa ls dksbZ nks djks½%
•
Formulation of instructional objectives in EVS for the primary school stage for each class
and for a particular unit of study.
•
Preparation of a unit plan/lesson plan/project/activity plan.
•
Conducting a field trip, it’s planning and reporting
•
Evaluation of a textbook and suggestions for its improvement
•
Preparation of a unit/model question paper.
•
Recording weather conditions for a week, analysis and interpretation of data.
•
Preparation of political/ physical map of India.
•
Preparation of guide map of one’s locality/Institution /DIET
¼izR;sd d{kk rFkk izR;sd bdkbZ ds v/;;u ds fy, izkFkfed Ldwy Lrj ij “kSf{kd mn~ns’;ksa dk fu/kkZj.k½
¼bdkbZ ;kstuk@ikB ;kstuk@izkstsDV@fØ;k ;kstuk rS;kj djuk½
¼{ks= Hkze.k dk lapkyu djuk] bldh ;kstuk rFkk fjiksVZ cukuk½
¼ikB~; iqLrd dk ewY;kadu djuk rFkk blesa lq/kkj ds lq>ko nsuk½
¼bdkbZ@vkn'kZ iz'u i= rS;kj djuk½
¼lIrkg ds ekSle dk gky fjdkWMZ djuk] vkadM+ksa dk fuxZeu o fo'ys’k.k djuk½
¼fdlh txg@laLFkk@vkgkj dk iFk izn'kZd ekufp= rS;kj djuk½
Teaching of English
Part-II, Paper-IV
Unit-1: Significance, Scope & Objectives of Teaching English
At Primary Level
(10 marks)
•
Significance & Scope of teaching English at Primary level in Indian Schools.
•
Objectives of teaching English as second language at primary level in Indian Schools.
Unit-2 : Strategies and activities for developing skills
(10 marks)
•
To begineers : Look & Say, Alphabetic, Drill in reading (Loud and Siplent) and writing
(Dictation and Calligraphy)
•
To, 3rd, 4th and 5th, class students : Different structures.
Unit-3 : Four Basic skills of learning English (Listening, Speaking, Reading
& Writing)
•
Problems of each skill (To beginners & others)
•
Solutions of problems in each skills
Unit-4 : Lesson Planning
•
Based on Book Prescribed for I-V
(A)
i.
General steps of lesson plan
ii.
To plan a lesson according to steps
iii.
Importance of lesson plan
(B)
Teaching aids:
i.
Kinds
34
(10 marks)
(5 marks)
Ii.
Usefulness
Unit-5 : Evaluation Procedure in Teaching of English form I-V
•
i.
Traditional
ii.
CCE
(05 Marks)
Teaching of Hindi
¼fgUnh f'k{k.k½
(Part-II, Paper-V)
Course Outline :
External Exam
10 Marks
3 Hours
40 Marks
¼bdkbZ&1½
izFke d{kk ls ik¡poha d{kk rd fu/kkZfjr fgUnh ikB~; iqLrdksa dk foLr`r v/;;u rFkk muls lacaf/kr iz'u
5 vad
¼bdkbZ&2½
Hkk"kk dh ifjHkk’kk] Hkk"kk ds fofo/k :i] Hkk"kk dh egÙkk] Hkk"kk ds f'k{k.k ds mn~ns'; fo|ky; esa Hkk"kk i<+kus
dh vfuok;Zrk
8 vad
¼bdkbZ&3½
fgUnh lkfgR; ds fofo/k :i rFkk fo/kk,a
¼d½ i|
&
dfork
¼[k½ x| &
dgkuh dh ifjHkk’kk] NksVh dgkfu;ksa dh jpuk
f'k{kk ds vk/kkj ij dgkfu;k¡
2 vad
3 vad
¼bdkbZ&4½
ys[ku fof/k
¼d½ cky lkfgR;
¼[k½ iz;ksxkRed O;kdj.k % opu] fyax] foykse 'kCn] i;kZ;okph 'kCn
¼x½
ys[ku dk egÙo rFkk ys[ku fof/k;k¡
4 vad
3 vad
¼bdkbZ&5½
¼d½
¼[k½
¼x½
xhr ikB iz.kkyh
ns[kks lquks iz.kkyh
“kCnkFkZ dFku iz.kkyh
2 vad
2 vad
2 vad
¼bdkbZ&6½
lgk;d lkexzh
¼d½ fgUnh i<+kus esa lgk;d lkexzh dk mi;ksx
¼[k½ Hkk"kk dk mi;ksx
¼x½
ikB ;kstuk
2 vad
2 vad
2 vad
35
Health Education
¼LokLF; f'k{kk½
(Paper-III)
Course Outline :
External Exam
Internal Assessment
20 Marks
1/1/2 Hours
40 Marks
5 Hours
5 Marks
Unit -1: Concept of Heath Education
¼LokLF; f'k{kk dk ÁR;;½
—
—
—
Meaning of Health ¼LokLF; dk vFkZ ½
Meaning and scope of Health Education ¼LokLF; f'k{kk dk vFkZ rFkk {ks= ½
Objectives of Health Education ¼LokLF; f'k{kk ds mn~ns';½
Factors Affecting Health ¼LokLF; dks izHkkfor djus okys dkjd½
Unit -2 : School Health Programme
¼fo|ky; LokLF; dk;ZØe½
—
—
5 hours
4 Marks
Health Instructions ¼LokLF; funsZ'ku½
Health Services ¼LokLF; lsok,¡½
Unit -3 : Safety Education and First-Aid
¼lqj{kk f'k{kk rFkk ÁkFkfed lgk;rk½
—
—
—
8 hours
9 Marks
Safety precaution at home, school and playground
¼?kj] Ldwy rFkk [ksy ds eSnku ij lqj{kk lko/kkfu;k¡½
Identification of common-postural defects among children & their remedies
¼cPPkksa esa vklu lEcU/kh lkekU; fod`fr;ka rFkk mUgsa nwj djus ds mik,½
—
Meaning, scope and principles of first-aid
¼ÁkFkfed lgk;rk dk vFkZ] {ks= rFkk fl)kUr½
—
First-aid for drowning, poisoning, burns, shock, fainting, snake-bite and common sports injuries.
—
¼Mwcus dh voLFkk] tgj [kkus] tyus] fctyh dk >Vdk] csgks'k gksus] lkai ds dkVus rFkk [ksy ds nkSjku lkekU; pksVksa ds fy, ÁkFkfed lgk;rk½
Road Safety Rules ¼lM+d lqj{kk ds fu;e½
Physical Education (Theory)
['kkjhfjd f'k{kk ¼fl)kUr½]
Unit-1 : Concept of Physical Education
3 hours
4 Marks
¼'kkjhfjd f'k{kk dk ÁR;;½
—
Meaning, Aims and Objective of Physical Education
¼'kjhfjd f'k{k dk vFkZ] y{; rFkk mn~ns';½
Unit-2: Methods of Teaching
3 hours
4 Marks
¼f'k{k.k dh fof/k;k¡½
—
—
—
Whole-part-whole-method ¼va'k fof/k rFkk iw.kZ fof/k½
Demonstration Method ¼Án'kZu fof/k½
Mirror Method ¼niZ.k fof/k½
Unit-3: Lesson-Planning
4 hours
4 Marks
¼ikB ;kstuk½
—
Principles of Lesson Planning
¼ikB ;kstuk ds fl)kUr½
—
Preparation of Lesson Plan and Presentation
¼ikB ;kstuk rS;kj djuk rFkk ÁLrqr djuk½
Practical Work ¼Ák;ksfxd dk;Z½
Internal Assessment : 20 marks
—
Callisthenics Physical Exercise - Tables of 6 to 8 exercise
¼dSfyLFkSfuDl 'kkjhfjd O;k;ke&O;k;ke dh rkfydk 6 ls 8½
36
Time : 17hrs.
—
—
—
Meaning of Health ¼LokLF; dk vFkZ ½
Meaning and scope of Health Education ¼LokLF; f'k{kk dk vFkZ rFkk {ks= ½
Objectives of Health Education ¼LokLF; f'k{kk ds mn~ns';½
Factors Affecting Health ¼LokLF; dks izHkkfor djus okys dkjd½
Unit -2 : School Health Programme
¼fo|ky; LokLF; dk;ZØe½
5 hours
4 Marks
Work Education
¼dk;Z f'k{kk½
(Paper-III)
Course Outline :
External Exam
Internal Assessment
Unit -1: bdkbZ&1
Concept of Work Education
20 Marks
1/1/2 Hours
30 Marks
3 Hours
5 Marks
¼dk;Z f'k{kk dh vo/kkj.kk½
—
—
Unit
Concept and need of work Experience ¼dk;Z vuqHko dh /kkj.kk rFkk vko';drk½
Importance of Work Experience at elementary school stage ¼ÁkjfEHkd Ldwy esa dk;Z vuqHko dk egRo½
-2 bdkbZ&2 : Aims and Objectives
4 hours
¼mn~ns'; o y{;½
—
5 Marks
General Objectives-Knowledge, Understanding, Skills, Attitudes and Values. (Perception and habit related )
¼lkekU; mnns';&Kku] le>] dkS'ky] n`f"Vdks.k o ewY;½ cks/k Kku rFkk vknr lEcfU/kr½
Unit -3 bdkbZ&3 : Areas of Work Eucation
¼dk;Z f'k{kk ds {ks=½
A
4 hours
5 Mark
Primary Stage ¼ÁkFkfed voLFkk½
— Environmental Studies and Applications
¼i;kZoj.k lEcU/kh v/;;u rFkk budk vuqÁ;ksx½
— Experimentation with material, tools and techniques
¼lkexzh] midj.k rFkk rduhd ds lkFk Á;ksx djuk½
B
— Work Practice ¼dk;Z vH;kl½
Upper Primary Stage ¼mPp ÁkFkfed voLFkk½
— Essential Activities ¼vko';d fØ;k,¡½
— Elective Activities ¼,SfPNd fØ;k,¡½
— Criteria for selection of Activities ¼fØ;kvksa ds pquko gsrw ekin.M¡½
Unit-4 bdkbZ&4: Planning and organisaton of Work Education
¼dk;Z f'k{kk dk fu;kstu o laxBu½
—
Preparation of Annual and Monthly Plan
¼okf"kZd rFkk ekfld ;kstuk rS;kj djuk½
—
Lesson Plan
¼ikB ;kstuk½
—
Planning for timing Place and grouping of students
¼fo|kfFkZ;ksa ds lewg rFkk le; fu/kkZfjr LFkku ds fy, fu;kstu½
—
Tools and equipment planning, list of tools in mini tool kit.
¼;kstuk ds midj.k o ;U=] NksVh midj.k fdV esa midjk.kksa dh lwph½
—
Sale/Disposal of Work Experience Products.
¼mRikn dk;Z vuqHko dh fcØh@foU;kl½
Practical Work (For Internal Assessment)
30 hours
30 Marks
Á;ksfxd dk;Z ¼vkUrfjd ewY;kadu gsrq½
Suggested Essential Work Experience Activities:
The selection of activities and projects depends on the material and human resources available in
37
—
—
Unit
Concept and need of work Experience ¼dk;Z vuqHko dh /kkj.kk rFkk vko';drk½
Importance of Work Experience at elementary school stage ¼ÁkjfEHkd Ldwy esa dk;Z vuqHko dk egRo½
-2 bdkbZ&2 : Aims and Objectives
4 hours
¼mn~ns'; o y{;½
—
5 Marks
General Objectives-Knowledge, Understanding, Skills, Attitudes and Values. (Perception and habit related )
¼lkekU; mnns';&Kku] le>] dkS'ky] n`f"Vdks.k o ewY;½ cks/k Kku rFkk vknr lEcfU/kr½
Unit -3 bdkbZ&3 : Areas of Work Eucation
¼dk;Z f'k{kk ds {ks=½
A
4 hours
5 Mark
Primary Stage ¼ÁkFkfed voLFkk½
— Environmental Studies and Applications
¼i;kZoj.k lEcU/kh v/;;u rFkk budk vuqÁ;ksx½
— Experimentation with material, tools and techniques
¼lkexzh] midj.k rFkk rduhd ds lkFk Á;ksx djuk½
B
— Work Practice ¼dk;Z vH;kl½
Upper Primary Stage ¼mPp ÁkFkfed voLFkk½
— Essential Activities ¼vko';d fØ;k,¡½
— Elective Activities ¼,SfPNd fØ;k,¡½
— Criteria for selection of Activities ¼fØ;kvksa ds pquko gsrw ekin.M¡½
Unit-4 bdkbZ&4: Planning and organisaton of Work Education
¼dk;Z f'k{kk dk fu;kstu o laxBu½
—
Preparation of Annual and Monthly Plan
¼okf"kZd rFkk ekfld ;kstuk rS;kj djuk½
—
Lesson Plan
¼ikB ;kstuk½
—
Planning for timing Place and grouping of students
¼fo|kfFkZ;ksa ds lewg rFkk le; fu/kkZfjr LFkku ds fy, fu;kstu½
—
Tools and equipment planning, list of tools in mini tool kit.
¼;kstuk ds midj.k o ;U=] NksVh midj.k fdV esa midjk.kksa dh lwph½
—
Sale/Disposal of Work Experience Products.
¼mRikn dk;Z vuqHko dh fcØh@foU;kl½
Practical Work (For Internal Assessment)
30 hours
30 Marks
Á;ksfxd dk;Z ¼vkUrfjd ewY;kadu gsrq½
Suggested Essential Work Experience Activities:
The selection of activities and projects depends on the material and human resources available
in a particular institution. However, some essential or core work experience activities and at
least one elective activity needs to be performed by all teacher trainees as they involve life skills
and will help in solving their day to day problems.
Moreover, they will help in the formation of desirable attitudes.
Following is the list of Essential Activities: ¼vko';d fØ;kvksa dh lwph½%
—
—
—
—
Water storage and supply system of drinking water
¼ihus ds ikuh dh iwfrZ Á.kkyh rFkk ikuh dk Hk.Mkj.k½
Looking after environmental programmes such as removal of garbage, digging of drains and soak pits for draining
out stagnant water and weeding of unwanted vegetation.
¼okrkoj.k lEcU/kh dk;ZØeksa dh ns[kHkky djuk tSls xUnxh dks nwj djuk] ukfy;ksa dks [ksnuk] xUns ikuh rFkk 'kknh fookg
dh csdkj lfCt;ksa dks ckgj fudkyus gsrw xM~Mk [kksnuk½
First aid for cuts and wounds, muscular or bone injuries.
¼dVus] ?kko gksus] ely ;k dej pksV vkfn ds fy, ÁkFkfed mipkj½
Repairing, washing, drying and ironing of different types of clothes.
¼fofHkUu Ádkj ds diM+ksa dks Bhd djuk] /kksuk] lq[kkuk rFkk Ásl djuk½
38
Art Education
¼dyk f'k{kk½
Course Outline :
External Exam
Internal Assessment
20 Marks
1 ½ Hours
30 Marks
Unit -1bdkbZ&1 : Nature and Need of Art Education
¼dyk f'k{kk dh Ád`fr rFkk vko';drk½
—
—
—
—
6 hours
(8 marks)
Meaning, Concept, Aim and Objectives of Art Education
¼dyk f'k{kk dk vFkZ] vo/kkj.kk] mn~ns'; rFkk y{;½
Importance of Art Education at elementary stage of Education
¼ÁkjfEHkd f'k{kk Lrj ij dyk f'k{kk dk egÙo½
Folk and Classical Art.
¼lk/kkj.k rFkk ijEijkxr dyk½
Creatures of Indian, Western and Modern Art
¼Hkkjrh;] if'pe rFkk vk/kqfud dyk ds O;fDr½
Unit -2 bdkbZ&2 :
4 hours
5 marks
—
Fundamentals of Art : Colour, Line, Light perspective, forms, textures, rhythm and Compositions.
—
¼dyk ds vk/kkjHkwr % jax] js[kk] jks'kuh dk n`'; Lo#i] vkd`fr /kkj.k djuk] cukoV] rky o jpuk½
Unit -3 bdkbZ&3 :
3 hours
4 marks
Basic Knowledge and using techniques of different Media of Planning
¼vk/kkjHkwr Kku rFkk fu;kstu dh fofHkUu Álkj rduhdksa dk Á;ksx½
(1)
Water Colour ¼ikuh ds jax½
(2)
Oil Colour ¼rsy ds jax½
(3)
Poster Colour ¼b'rgkj jax½
(4)
Oil Pastel and Wax Crayon ¼vkW;y isLVy rFkk ekse½
(5)
Acrylic Colour ¼dzhfyd jax½
(6)
Coloured Pencils ¼jaxhu iSfUly½
Unit-4 bdkbZ&4 : Teaching and Evaluation of Art
¼dyk dk ewY;kadu rFkk f'k{k.k½
—
—
—
hours
3 marks
2
Annual and Monthly Planning of teaching
¼f'k{k.k dh okf"kZd o ekfld ;kstuk½
Preparation of Lesson Plan in Art
¼dyk esa ikB ;kstuk rS;kj djuk½
Aspects of Evaluation
¼ewY;kadu ds igyw½
¼Á;ksfxd dk;Z ¼vkUrfjd ewY;kadu gsrq½
30 hours
30 marks
12 hours
Unit-1 bdkbZ&1 : Drawing and Painting : Study from Nature and Memory Drawing
—
—
—
Study of flowers, fruits, vegetables, wild animals and human figure in pencil shadings and colour.
¼Qwy] Qy] lfCt;ka] taxyh tkuoj RkFkk ekuo vkd`fr dh iSfUly Nk;k rFkk jax }kjk v/;;u½
Drawing from imagination with different shades of pencil, sketch pen or crayon on the paper and other objects.
¼dkxt rFkk vU; phtksa ij dYiuk }kjk fofHkUu 'kSyh dh iSfUly] LdSp iSu ;k jaxhu [kfM;ksa ls fp=dyk½
Coloured composition (paintings) in different media of paintings (crayon, posters, water, oil, acrylic etc.) on
various topics such as playing children, children fying kites
39
—
—
—
—
Meaning, Concept, Aim and Objectives of Art Education
¼dyk f'k{kk dk vFkZ] vo/kkj.kk] mn~ns'; rFkk y{;½
Importance of Art Education at elementary stage of Education
¼ÁkjfEHkd f'k{kk Lrj ij dyk f'k{kk dk egÙo½
Folk and Classical Art.
¼lk/kkj.k rFkk ijEijkxr dyk½
Creatures of Indian, Western and Modern Art
¼Hkkjrh;] if'pe rFkk vk/kqfud dyk ds O;fDr½
Unit -2 bdkbZ&2 :
4 hours
5 marks
—
Fundamentals of Art : Colour, Line, Light perspective, forms, textures, rhythm and Compositions.
—
¼dyk ds vk/kkjHkwr % jax] js[kk] jks'kuh dk n`'; Lo#i] vkd`fr /kkj.k djuk] cukoV] rky o jpuk½
Unit -3 bdkbZ&3 :
3 hours
4 marks
Basic Knowledge and using techniques of different Media of Planning
¼vk/kkjHkwr Kku rFkk fu;kstu dh fofHkUu Álkj rduhdksa dk Á;ksx½
(1)
Water Colour ¼ikuh ds jax½
(2)
Oil Colour ¼rsy ds jax½
(3)
Poster Colour ¼b'rgkj jax½
(4)
Oil Pastel and Wax Crayon ¼vkW;y isLVy rFkk ekse½
(5)
Acrylic Colour ¼dzhfyd jax½
(6)
Coloured Pencils ¼jaxhu iSfUly½
Unit-4 bdkbZ&4 : Teaching and Evaluation of Art
¼dyk dk ewY;kadu rFkk f'k{k.k½
—
—
—
2 hours
3 marks
Annual and Monthly Planning of teaching
¼f'k{k.k dh okf"kZd o ekfld ;kstuk½
Preparation of Lesson Plan in Art
¼dyk esa ikB ;kstuk rS;kj djuk½
Aspects of Evaluation
¼ewY;kadu ds igyw½
¼Á;ksfxd dk;Z ¼vkUrfjd ewY;kadu gsrq½
30 hours
30 marks
12 hours
Unit-1 bdkbZ&1 : Drawing and Painting : Study from Nature and Memory Drawing
—
—
—
—
—
Study of flowers, fruits, vegetables, wild animals and human figure in pencil shadings and colour.
¼Qwy] Qy] lfCt;ka] taxyh tkuoj RkFkk ekuo vkd`fr dh iSfUly Nk;k rFkk jax }kjk v/;;u½
Drawing from imagination with different shades of pencil, sketch pen or crayon on the paper and other objects.
¼dkxt rFkk vU; phtksa ij dYiuk }kjk fofHkUu 'kSyh dh iSfUly] LdSp iSu ;k jaxhu [kfM;ksa ls fp=dyk½
Coloured composition (paintings) in different media of paintings (crayon, posters, water, oil, acrylic etc.) on
various topics such as playing children, children fying kites
¼[ksyrs cPpksa o irax mM+krs cPpksa dh ØsvkWu] iksLVj] ikuh o rsy vkfn ds jaxksa }kjk rLohjsa cukuk½
Landscapes, village scenes, animals, any game, any festival, park scene, forest scene etc.
¼Ákd`frd n`';] xkao dk n`';] tkuojksa] dksbZ [ksy] dksbZ R;kSgkj] ikdZ dk n`';] taxy dk n`'; vkfn½
Preparation of coloured charts and paintings comprising of various colours : primary, secondary, contrast
impression, cool and warm.
¼jaxhu pkVZ rS;kj djuk] fofHkUu jaxksa ls isfUVax] xeZ rFkk BUMs ds fofHkUu eSfpax ds Hkko½
Unit-2 bdkbZ&2: Printing and Designing
—
4 hours)
(4
¼NikbZ rFkk fMtkbZu cukuk½
Printing on cloth and draper with cut vegetables, tree leaves, corks, keys of different designs, coins, buttos and
other objects with fabric and water colour or ink.
40
Second Year Course for Students of ETT
Part-I : Foundation Papers
1.
2.
3.
4.
Process of Children Learning ¼cky vf/kxe dh ÁfØ;k½
School Organisation and Management ¼Ldwy laxBu ,oa ÁcU/ku½
Guidance and Counselling ¼funsZ'ku ,oa ijke'kZ½
Early Childhood Care and Education (ECCE)
Education of Children with Disabilities
Non Formal Education & Adult Education ¼vukSipkfjd ,oa ÁkS<+ f'k{kk½
Population Education ¼tula[;k f'k{kk½
Value Education ¼ewY; f'k{kk½
OR
OR
OR
OR
Part-II : Pedagogical Course in Different School Subjects
Note : A Student has to opt for any three subjects of her/his choice.
fuEu esa fo|kfFkZ;ksa dks dsoy rhu fo"k; pquus gSaA ÁR;sd fo"k; 50 vad dk gksxkA
I.
Teaching of Mathematics ¼xf.kr f'k{k.k½
II. Teaching of Science and Technology ¼foKku ,oa rduhdh f'k{k.k½
III. Teaching of Social Studies ¼lkekftd v/;;u dk f'k{k.k½
IV. Teaching of English ¼vaxzsth dk f'k{k.k½
V.
Teaching of Urdu/Hindi/Punjabi ¼mnZw@fgUnh@iatkch dk f'k{k.k½
Part-III : Teaching Practice
Note : Subject choosen/opted for from out of subjects comprising Part III
f'k{k.k vuqHko gsrq ÁR;sd fo|kFkhZ dks fuEu esa rhu fo"k; pquus gSaA
I.
II. Teaching of Science and Technology
III. Teaching of Social Science
IV. Teaching of English
V.
Note: For Teaching Practice a student may offer any three subjects from out of the above mentioned subjects.
Part-IV : Co-Scholastic and other areas (Any one)
fuEu esa dksbZ ,d fo"k; pquuk gS %
I.
Health and Physical Education ¼LokLF;
,oa 'kkjhfjd 'k{kk½
f'k{kk½
III. Art Education ¼dyk f'k{kk½
II.
Work Education ¼dk;Z
Course Outline :
External Exam
Internal Assessment
Unit -1
Part-I
Foundation Papers
Paper-I
Process of Children's Learning
¼cky vf/kxe dh ÁfØ;k½
bdkbZ&1: Introduction to Learning ¼vf/kxe dk ifjp;½
41
40 Marks
10 Hours
3 Marks
7 Hours
10 Marks
—
—
—
—
—
—
Learning " Concept and nature ¼vf/kxe vo/kkj.kk rFkk izd`fr½
Types of Learning : Cognitive, psychomotor and affective
¼vf/kxe ds Ádkj % laKkukRed] euksfØ;kRed rFkk HkkokRed½
Determinants of Learning ¼vf/kxe ;k lh[kus ds fu/kkZjd½
Factors related to Learner ¼lh[kus okys ls lacaf/kr dkjd½
Factors related to Teacher ¼v/;kid ls lacaf/kr dkjd½
Factors related to Environment ¼i;kZoj.k ls lacaf/kr dkjd½
Unit -2 bdkbZ&2 : Models of Learning ¼lh[kus ds Áfreku½
Trial & error, conditioning & insight and their classroom implications
Á;kl vkSj Hkwy] vuqcU/ku rFkk lq>&cw> muds d{kk dejs ds fufgrkFkZ½
10 hours
10 Marks
Unit -3 bdkbZ&3 : Memory and Transfer of Learning ¼Lej.k rFkk vf/kxe dk gLrkarj.k½ 10 hours
10 Marks
1.
2.
3.
Memory : Meaning, Types of memory, factors contributing to good memory, methods of measurement of retention,
economical methods of memorizing ¼Lej.k % vFkZ] Lej.k ds Ádkj] vPNh Le`fr esa ;ksxnku nsus okys dkjd½
Forgetting : nature, causes and ways of minimizing forgetfulness.
¼foLe`fr% Ád`fr] dkj.k rFkk foLe`fr dks de djus ds rjhds½
Transfer of Learning : Meaning, types, principles and implications for teaching
¼lh[kus dk LFkkukUrj.k % vFkZ] Ádkj] fl)kUr rFkk f'k{k.k ds fy, fufgrkFkZ½
Unit-4 bdkbZ&4 :Creativity ¼l`tukRedrk½
—
—
—
Meaning and Nature ¼vFkZ rFkk Ád`fr½
Factors affecting its development ¼blds fodkl dks ÁHkkfor djus okys dkjd½
Strategies for developing and fostering creative potential
¼fodflr djus rFkk l`tukRed {kerk dks c<+kok nsus dh O;wg jpuk½
Ák;ksfxd dk;Z ¼vkUrfjd ewY;kadu gsrq½
5 hours
10 Marks
Internal Assessment : 20 marks
Time : 17hrs.
—
Plotting of the retention curve ¼/kkj.kk oØ dks [khapuk½
—
Bilateral transfer of learning ¼f}ikf'oZd lh[kus dk LFkkukUrj.k½
—
Conducting session with students to promote creativity using any one of the following e.g. brainstorming session,
role play, group discussions, questions answers and other relevant exercises. ¼fuEu esa fdlh ,d dk pkyw o"kZ esa fo|kfFkZ;ksa
ds lkFk l`tukRedrk dks c<+kok nsuk tSlkfd fnekxh gypy dk o"kZ] [ksy egRo] lewg okn&fookn] Á'u&mÙkj rFkk vU; mfpr
vH;kl½
—
Creativity based project ¼l`tu'khyrk ij vk/kkfjr ÁkstsDV½
Paper-II
School Organisation and Management
¼Ldwy laxBu ,oa izcU/ku½
Course Outline
External Examination
Internal Assessment
Unit 1: Elementary School Organization and management
bdkbZ&1% izkjfEHkd Ldwy laxBu ,oa izcU/ku½
—
—
—
40 marks
10 marks
3 hours
17 hours
15 marks
Concept of planning and management in education
¼f'k{kk esa ;kstuk vkSj izcU/k dk izR;;½
School Environment : Physical, social, psychological & academic
¼fo|ky; dk okrkoj.k % Hkksfrd] lkekftd] euksoSKkfud] 'kS{kf.kd½
Fundamentals of Organizational Behaviour : Motivation-Concept & theories of motivation; work motivation;
reinforcing student's behaviour.
42
—
—
¼laxBukRed O;ogkj ds vk/kkjHwkr rRo % vfHkizsj.kk dh /kkj.kk ,oa fl)kUr ] dk;Z vfHkizsj.kk] fo|kFkhZ O;ogkj dks 'fDr'kkyh cukuk½
Communication Meaning, process, types of communication, communication with school system & with other
organizations; forms of communications ¼ lEizs"k.k % vFkZ] izfdz;k] lEizs"k.k ds izdkj] lEizs"k.k Ldwy iz.kkyh rFkk vU; laxBuksz ds
lkFk] lEizs"kk.k dks fodflr djuk½
Leadership : Meaning, leadership style; appropriate leadership style. Teacher's rule as a leader and her/his
responsibilities. Headmistress/Headmaster-her/his duties and qualities.
¼ursRò % vFk]Z ursRò ds <x
a ] mfpr ursRò ds #i eas v/;kid dh Hkfwedk rFkk mldh@mlds mÙkjnkf;RoA e[q; v/;kid ds dÙkOZ; rFkk x.qk½
Unit 2 bdkbZ&2 : Institutional Planning
—
—
—
5 hrs.
¼laLFkkfud ;kstuk½
Meaning and concept ¼vFkZ rFkk /kkj.k½
Process ¼ÁfØ;k½
Steps ¼dne½
5 Marks
Unit 3 bdkbZ&3 : Planning of Programme
5 hrs.
10 Marks
¼dk;Zdze dk fu;kstu½
Timetable : Kinds, uses, principles, ¼le;&lkj.kh ds Ádkj] mi;ksx vkSj fl)kUr½
Student activities : assembley, dramas, debate, community, singing, organizing children's competition in Art and
Creative writing, visits to exhibition. ¼fo|kFkhZ ls lacaf/kr fØ;k,a % lHkk] ukVd] okn&fookn lkeqnkf;d xhr] cPpksa esa dyk vkSj
ys[ku dh Áfr;ksfxrk dk vk;kstu rFkk Ánf'kZfu;ksa dk Hkze.k½
—
Utilization of community resources. ¼lkeqnkf;d lalk/kuksa dk mi;ksx½
Unit 4 bdkbZ&4 : Classroom Management
4 hrs.
¼ d{kk d{k ÁcU/k½
5 Marks
—
Meaning and concept ¼vFkZ rFkk /kkj.k½
—
Factors affecting classroom management ¼d{kk d{k dks ÁHkkfor djus okys dkjd½
—
Ensuring effective classroom management
¼ÁHkko'kkyh d{kk d{k ÁcU/k dks fuf'pr djuk½
—
Various ways for codifying student's behaviour.
¼fo|kFkhZ O;ogkj dh lafgrk cukus ds fofHkUu Bx½
—
Discipline-Concept, elements and its maintenance.
¼vuq'kklu&/kkj.kk] rRo rFkk bldks cuk;s j[kus ds lk/ku½
Unit 5 bdkbZ&5: School Records
7 hrs
¼Ldwy vfHkys[k½
5 Marks
—
Need & importance of school records. ¼Ldwy vfHkys[k dh vko';drk o egRo½
—
Types of school records : Teacher's Diary, Admission and withdrawl and SLC file Voucher, Attendance Register,
Library Book Issue Register, Stock Register, Salary Bill Register, Free Uniform Distribution Register, Teacher
Attendance Register, Contingency Distribution Register, PTA Records, Expenditure Voucher File, Mid-Day
Meal Register.
¼fo|ky; vfHkys[k ds Ádkj % v/;kid Mk;jh] Áos'k Ldwy NksM+us dk Áek.k&i«k dh Qkby okmpj] gkftjh jftLVj] iqLrdky; ls iqLrd
tkjh djus dk jftLVj] LVkd jftLVj] osru fcy fjtLVj] fu%'kqYd onhZ forj.k jftLVj] v/;kidksa dk mifLFkfr jftLVj] vfuf'pr
forj.k jftLVj] ih-Vh-,- fjdkMZ] Ø; okmpj QkbZy] nksigj Hkkstu dk jftLVj½
—
Use of recorded information-long term and immediate implication.
¼fjdkMZ dh xbZ lwpukvksa dk Á;ksx nh?kZ dkyhu o rqjUr Á;ksx½
—
Practical ¼Á;ksx½
—
—
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Divya ETT College - Divya College of Education

Transcription

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